Cognitive Domain

Key Attributes of the Cognitive Domain
Among the many key attributes of the cognitive domain are the abilities to:

focus, switch focus, as required
consider perspectives other than one's own
plan and execute several steps in a row, including being able to try different courses of action when an initial plan has failed to work
understand cause and effect
think logically
set learning goals
monitor and assess performance
see that failure provides an opportunity to learn
manage time effectively
develop self-awareness, especially the recognition of personal learning strengths and weaknesses
use learning aids, including digital technologies, where appropriate (e.g. making an outline to help order thoughts in writing) (Shanker, 2013, p. 45)

Interventions:

Strategies:
Enhancing Students' Ability to Pay Attention

Issues with cognition could have a physical basis. So, if they have not already done so, encourage parents to have their child's hearing and vision checked. If both are fine, and a student continues to have difficulty understanding directions or sequenced instructions, for example, a speech-language therapist may need to be consulted.
Use teaching and learning techniques consistently so students know what to expect and can focus accordingly.
Watch for opportunities throughout the day to offer instructional scaffolding to students who are having trouble focusing attention. For example, provide additional help in the form of hints, links, and cues to a student, then gradually withdraw the assistance as it is no longer required.
Students with auditory processing problems have trouble understanding and following directions, which is often mistaken for not focusing attention. There are a number of tips you can use with these students:

--- Break down instructions into simpler, smaller steps.
--- Provide instructions in more than one mode (oral, written).
--- Ensure the student is looking at you when you speak, if possible.
--- Ask the student to repeat what you have said.
--- Seat the student in a place where he or she has a clear sight line to you during instructional time.

Provide students with a quiet place where they can retreat to if they start to feel overwhelmed by distractions in their environment.
Look for ways to make learning fun. Games such as the following are fun and can help develop self-regulation in the cognitive domain:

--- Statues, Red Light/Green Light, and Musical Chairs (require children to listen, move, and stop on cue)
--- Simon Says (requires children to remember and think before they act; the challenge of the game can be increased for older children by calling out multiple steps, such as: "Simon sayshop on your right foot, turn around once, put your right hand on your left ear, and then clap your hands twice.").
--- There are also many free digital versions of memory games available online.

Deliver complex instructions in more than one mode (e.g. discuss the instructions with the students and together create a list that is posted for all students (Shanker, 2013, pp. 71-72).

Developing Cognitive Self-Regulation

Help students to become aware of the kinds of situations they find challenging and what they need to do to stay focused.
Provide students with collaborative learning experiences to encourage social self-regulation as students help one another as they work in small groups.
Be sensitive to students' actions. A student who appears bored may in fact be intimidated by a challenging activity. If you feel that is the case, try lowering the level of difficulty until students start to show success at handling the challenge presented. (On the other hand, do not make the task too easy, as that also will cause boredom.)
As appropriate, allow students to select their own activities and set their own goals. Autonomy can play an important part in the development of self-regulation.
Help students with problems in the cognitive domain to recognize that there are things they can do when they start to feel overwhelmed or left behind, such as start to listen more closely or ask questions about things they are unsure of.
Encourage students with auditory processing problems to write about topics they are interested in. For older students, the use of organizers such as flow charts or mind maps will prove useful in helpful them to remember important ideas (Shanker, 2013, p. 72).

Supports:
Working with Parents

help their child to develop and preserve optimism that he or she can and will be successful
never put their child down or compare him or her unfavourably to others, but instead focus on their child's strengths and nurture the idea that everyone has something valuable to offer
encourage their child to be accountable for the responsibilities he or she takes on, and share their pride when they act responsibly
let you know that they are interested in working with you and other school staff members to strengthen those areas in which their child requires some extra help (Shanker, 2013, p. 69)

Alberta Education Research Seminars. (2011). Brain 101- 301. Retrieved from http://education.alberta.ca/teachers/aisi/videos/research_seminars.aspx

Biederman, I., & Vessel, E. (2006). Perceptual Pleasure and the Brain A novel theory explains why the brain craves information and seeks it through the senses. American Scientist, 3(94), 247-253.

Cameron Ponitz, C. E., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23(2), 141-158.

Galileo Network. (2010). Why is rough and tumble play important? Early Learning Early Grades. Retrieved from http://galileonetwork.ca/earlylearning/?q=content/sergio-pellis

Lockart, S., & Specialisr, H. S. (2010). Play: An important tool for cognitive development. Retrieved from http://secure.highscope.org/file/NewsandInformation/Extensions/Ext%20Vol24No3_highresFinal3.pdf

Pascal, C. E. (2009). With our best future in mind: implementing early learning in Ontario: report to the Premier by the Special Advisor on Early Learning. Retrieved from http://childcarecanada.org/resources/issue-files/full-day-early-learning-merging-child-care-and-kindergarten-%E2%80%9Cseamless-day%E2%80%9D/ont